Children’s/ Adolescents’ Integrated Literature Unit: Holes …natalievandyk.weebly.com/.../copy_of_language_integrat… · · 2009-10-21Children’s/ Adolescents’ Integrated

Children’s/ Adolescents’ Integrated Literature Unit: Holes written by Louis Sachar

ED 4116

Prepared By: Natalie van Dyk

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Synopsis of Story- Holes Camp Green Lake is a boys’ juvenile detention center in Texas. There is no lake there. The boys spend each day digging five-foot holes in the dried up lakebed. Stanley Yelnats, a boy who always seems to be in the wrong place at the wrong time, is sent there for stealing a pair of used sneakers that had belonged to a famous baseball player. The sneakers had actually fallen from an overpass and landed on top of Stanley’s head. Stanley believes his bad luck is because of a curse placed on his family after his great-great-grandfather, Elya Yelnats, stole a pig from a gypsy, Madame Zeroni. When Elya Yelnats was fifteen he was in love with an empty headed girl. Madame Zeroni gave Elya a piglet to raise so that he could win the girl’s hand by gifting her father with a fatted pig. In return, Elya promised to carry Madame Zeroni up a mountain to drink “where the water runs uphill”. When the girl chooses not to marry Elya, he is so distraught that he catches a boat to America, forgetting his promise to Madame Zeroni. The Yelnats family has had bad luck ever since. At Camp Green Lake Stanley is given the nickname “Caveman”, indicating that for the first time in his life, Stanley has some acceptance from a peer group. He grows stronger and tougher as he battles the harsh conditions at the camp, digging in the desert heat. He befriends a boy called Zero by agreeing to teach him how to read in exchange for help digging. This upsets the other boys and causes a fight. In the aftermath, Zero hits a counselor with a shovel and runs away into the desert. It is presumed that Zero will die out there and no one will care. His records are destroyed. Deciding to help his friend, Stanley attempts to steal a water truck and go out after Zero. He drives the truck into a hole, gets out of the truck and runs away. He heads out across the desert toward a rock formation that looks like “God’s thumb,” the place where his grandfather, the first Stanley Yelnats, survived after being robbed by Kissin’ Kate Barlow. One hundred ten years before, Green Lake was a beautiful place where Katherine Barlow taught school. She fell in love with Sam, the onion man, who sold onions as food and medicine in the town. Sam fixed up the schoolhouse for Katherine in exchange for jars of her famous spiced peaches. Because Sam was black and Katherine was white, when they were seen kissing, the townspeople were outraged. A stupid, arrogant man, Trout Walker, lead a riot and burned down the schoolhouse, then killed Sam. Grief stricken, Katherine became the outlaw, Kissin’ Kate Barlow. On the day Sam was killed, rain stopped falling on Green Lake forever. Years later, Trout Walker and his wife tried to force Kate to tell them where in the dried up lakebed she had buried her treasure. Kate refused and died from being bitten by the fatal yellow-spotted lizard before any treasure was found. The Warden at Camp Green Lake is a descendant of Trout Walker. She tells people that the boys there dig holes to build character. In reality, she is continuing the search for Kate Barlow’s treasure. While digging one of his holes, Stanley finds a gold lipstick tube with the initials K.B. engraved on it, but he gives it to another boy to turn in to the Warden. The Warden has the boys dig frantically in the area where she believes the lipstick tube was buried. Only Stanley knows where it was really found. Stanley continues to walk across the lakebed and finds Zero under the remains of a boat. Zero survives by eating the remains of preserved peaches that had sunk with the boat.

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Stanley convinces Zero to head toward “God’s thumb” with him. Zero is weak and sick. They make it to the mountain, but Zero is too weak to climb so Stanley carries him up. They find wild onions and water that seems to have run uphill at the top of the rock formation. After a few days the boys have regained their strength and decide to go back to the camp to try and dig up Kate Barlow’s treasure. Under cover of night, the boys return to the hole where Stanley had found the lipstick tube. Stanley digs and unearths a suitcase, just as the Warden arrives. In the light of flashlights, the boys see that they are covered with yellow-spotted lizards. They stay completely still until the sun rises and the lizards go down into the shade, off of the boys. By then the State Attorney General and a lawyer hired by Stanley’s father arrive. The Warden tries to claim the suitcase as her own, but Zero, using his newly acquired reading skills, deciphers the name Stanley Yelnats on the side if the suitcase. The Attorney General and the lawyer take Stanley away. Stanley refuses to leave without Zero. There are no longer any records to keep him there, so Zero is released with Stanley. It turns out that Zero’s real name is Hector Zeroni. He is the great-great-great-grandson of Madame Zeroni, the gypsy that had cursed Stanley’s great-great-grandfather. By carrying Zero up the mountain, Stanley had broken the curse.

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Grade Level/Recommended Timeline/Special Needs Modifications Grade Level: Grade 6 Recommended Timeline: 2 Weeks Special Needs Modifications Students with Learning Disabilities

• Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.

• Make activities concise and short, whenever possible. Long, drawn-out projects are particularly frustrating for a learning disabled child.

• Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned.

• Provide learning disabled students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.

Gifted Students

• Keep the emphasis on divergent thinking—helping gifted students focus on many possibilities rather than any set of predetermined answers.

• Encourage gifted students to take on leadership roles that enhance portions of the classroom program

• Provide numerous opportunities for gifted students to read extensively about subjects that interest them.

• Provide gifted students with lots of open-ended activities—activities for which there are no right or wrong answers or any preconceived notions.

Students Who Have Hearing Impairments

• Provide written or pictorial directions. • Provide a variety of multisensory experiences for students. Allow students to

capitalize on their other learning modalities. • It may be necessary to wait longer than usual for a response from a hearing

impaired student. • Whenever possible, use lots of concrete objects such as models, diagrams,

samples, and the like. Try to demonstrate what you are saying by using touchable items.

Students Who Have Visual Impairments

• Provide clear oral instructions. • Partner the student with other students who can assist or help. • When using the chalkboard, use white chalk and bold lines. Also, be sure to say

out loud whatever you write on the chalkboard.

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Students Who Have Physical Impairments • Establish a rotating series of “helpers” to assist any physically disabled students in

moving about the room. • When designing an activity or constructing necessary equipment, be on the

lookout for alternative methods of display, manipulation, or presentation. • Be sure there is adequate access to all parts of the classroom. Keep aisles between

desks clear, and provide sufficient space around demonstration tables and other apparatus for physically disabled students to maneuver.

Students Who Have ADHD

• Make your instructions brief and clear, and teach one step at a time. • Be sure to make behavioral expectations clear. • Carefully monitor work, especially when students move from one activity to

another. • Adjust work time so it matches attention spans. Provide frequent breaks as

necessary. • Provide a quiet work area where students can move for better concentration. • Establish and use a secret signal to let students know when they are off task or

misbehaving. • Each day be sure students have one task they can complete successfully. • Whenever possible, break an assignment into manageable segments.

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Detailed Assessment Strategy

The assessment strategies that I have chosen to expand on for this assignment are observation (anecdotal records) as well as self and peer evaluation. These methods of assessment will be some of the methods used to assess student achievement in the Unit, Holes. For observation, the anecdotal records that the teacher will make for each student will be used to capture and describe student performance, will be made up of specific “look-for’s” designed by the teacher, will allow the teacher to view the student “in action”, will provide a rich portrait of student performance and will be dated and recorded accurately and objectively before an event or soon after. The anecdotal records will also be used to make observations which often cannot easily be attained using other assessment strategies, to provide a rich portrait of individual students, to have written evidence of student progress, interests, strengths and areas of need and to build an ongoing information file on each student. Self-assessment will involve questions such as “What did I do?” “How did I do it?” “How can I use what I did again?” “How can I improve on what I did?” Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it. Self assessment encourages students to become independent learners and can increase their motivation. Students will be given a variety of self-assessment tools from the teacher, with examples below.

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Peer-assessment will be a reflective activity that requires students, individually or as a group, to reflect upon and make observations about the performance of one or more peers. This is a great activity for students to take a stand in their own learning and evaluation, and is a chance for the teacher to see how students would evaluate themselves- this may differ slightly or not at all from the teacher’s own evaluation of a student, and it is important to see patterns in this. For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.

HOLES

SCIENCE•Discuss the importance of water,

and ways to help conserve•Pretend to be a park ranger and explain the natural history of a

specific rock formation•Stanley’s father is an inventor-research inventors- how did luckplay a role in their inventions?

•Conduct experiments relating to the water cycle- fi ltration systems

•Research how archaeology plays a role in Stanley’s adventure

VIEWINGREPRESENTING

•Story board•Reading comprehension game based on plot,

characters and themes•View stills from the movie with references

to related book passages•Watch the Disney Movie, Holes and complete

A questionnaire during watching it•Look at behind the scenes of the movie and

how it was made

READING•Communicate with the author by reading the

transcript of the novel•Stanley wants to be an FBI agent-what training would Stanley need to accomplish this? ResearchStudents’ own dreams for the future (professions)•Read books similar to Holes including: Dave at Night, The Wrest ling Game, Wringer, and TheMixed Up Files of Mrs. Basil E. Frankweiler•Analyze misleading literature in advertising

•Read about the history of juvenile delinquency-Do you think that teens should be treated in the

Judicial system?•Camp Green Lake is in Texas. Read about the

state- where do you think the camp may be located, based on its surroundings?

MATHEMATICS•Complete a Venn Diagram comparing

and contrasting the book to the Disney movie

•Zero can’t read but is good in math- havestudents survey peers as to what their strength is in school- graph the results

•Make a 3D model of Camp Green Lakeusing a Diorama

•Have students create a recipe for “Sploosh”- measurements included•Have students measure the amount

of water they use in a day- graph results

SOCIAL STUDIES•Create an informative class bulletin

board about the desert biome•Read/take notes about the Civil Rights

Movement, and how it influenced Stanleyin Holes

•Reflect on North American Native experi ences

•Investigate the history and culture of gypsies, as Stanley was under a cursefrom a gypsy women (family legend)

•Research the history of sneakerdevelopment- what role would Stanley’s

Father have cont ributed?

WRITING•Write a newspaper article about

Stanley’s arrest, trial, and time at CampGreen Lake, and release

•Have students write a review of boththe book and the movie, Holes

•Write a brief article for Science Newsabout “Sploosh”

•Write a trailer for the book, Holes-as it was made into a motion picture

•Write the rulebook for Camp •Green Lake

•Write Stanley's real letter to his mom-The one he could not send

•Write the chapter of Stanley’s escapein third person entitled:

“Stanley’s Escape

TECHNOLOGY•Locate and evaluate a primary

source from the internet, as being a historica l record

•Use encyclopaedias/internet toseparate fact from fiction about

Real Western legends•Create a PowerPoint

Presentation from research forReptiles/Amphibians, and their role in Holes

•Watch the Disney Movie, Holes•Have students go to the officia l Holes website, and play a varietyof educational games related to

Holes content•Have students explore “The

Hole Truth (and nothing but the Truth)”-made BY kids FOR kids.

THE ARTS•Create a brochure

advertising Camp Green Lakeas a newly refurbished camp•Design posters for both the

book and the movie•Create a “Wanted” posterFor Kissin’ Kate Barlow•Stage a talk show with

Stanley and Zero as guests•Draw a cartoon strip of

Katherine Barlow, “TeacherTurned Outlaw”- show changein character and reasons for this•Draw a map of Camp Green

Lake a hundred years ago•Create a treasure map for the

treasure hidden a Camp Green Lake

LISTENINGSPEAKING

•Oral Presentations about aspects of research in the book

•Have a class interview with Stanleyand a journalist after the reunion

with his family•Learn about the author, his writing

process, and how he came up with hisstory idea- share ideas with the class

•Have an interactive class trial for the Warden- invite students

From other classes who haven’t read Holes to act as jury

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THEMATIC UNIT PLANNING CHART

•L istening Speaking, Science, Technology, Art

•Design a five-po int rubric to assess students on: inclus ion o f requ ired information in their p resentation, creative and effective use o f visual aids, and quality o f responses to questions.

•Reference materials about rock for mations

•In ternet access

•A Park Ranger hat

•Thee 40 -minute class periods wil l be needed to complete this activity (research t ime included)

•H ave s tudents p retend to be park rangers explain ing the natural history o f a scientific rock formation.

•Research, collect and o rganize informat ion fo r a br ief oral presentat ion about rock fo rmations

•To understand how eros ion helps to shape the E arth’s surface

•To speak clearly and authoritatively on a research topic

•Read the descrip tion o f God’s Thumb at the end o f Chapter 29 of Ho les. Ask students how this rock format ion might have for med.

•Ass ign a differ ent formation to each s tudent. Remind s tudents to pretend that they are a Park Ranger g iving a brief presentation to a visit ing group of students.

•Al low students to research their rock formations. Students must include the fol lowing in a 2-3 minu te presentat ion: name, locat ion, size, in teresting legends associated, v isual aids

SUBJECT

IN TEGRATIONEVALUATIONMATERIALS

NEEDED

TIMELINE

OF

ACTIVITY

PURPOSEACTIVITY

TITLE OF UNIT: Holes TIMELINE OF UNITE : 2 Weeks

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•Mathematics, language

•Design a five poin t rubric to assess students on their Venn Diagram includ ing: number o f entries, o rganization, clarity, understand ing o f both the book Holes and the movie, and comprehens iveness o f their responses.

•Holes book

•Holes- D isney movie

•Student worksheet (copy of a Venn Diagram for each studen t)

•This act iv ity wil l take one math period to complete.

•H elp students compare and contrast the book H oles to the Disney mov ie

•Examine similarit ies and d ifferences between a novel and feature fi lm

•Identity and suppo rt aspects of the novel and fi lm that students like best

•Create a Venn Diagram comparing the book Holes to the movie-ideas to be considered include characters, plo t l ines, places, importan t ideas, aspects o f Camp Green Lake, ect.

SUBJECT


NEEDED

TIMELINE

OF

ACTIVITY

PURPOSEACTIVITY


PAGE- 11

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•Science, Language, Mathemat ics

•Design a five-po int rubric to assess students on the methodical col lection of data and the accurateness and thought fu lness of their g raph ic rep resentation of data.

•Assess younger students on demonstrated understand ing o f w ater conservat ion measures as indicated by their posters.

•Coloured penci ls

•Graph paper

•Student chart: provide a chart fo r studen ts to keep a daily log o f how many t imes they use water during the day, how much water they use, and for what pu rposes they use it.

•Two 40-minute class periods

•D iscuss the importance o f water, how to estimate daily water usage, and w ays to help conserve.

•To understand water’s funct ion within a living o rganism

•To increase awareness and understanding of sources of water

•To estimate the amount o f water one uses daily

•To find ways to conserve w ater

•D iscuss the importance o f w ater for living things using examples of organisms with average and extreme water requ irements.

•Talk about where water comes from and the many di fferent demands for water including irrigation, drinking , san itary needs and recreat ion.

•D iscuss why it is impo rtant to conserve water and whether or no t there are water restrict ions or battles over water in the s tudents’ commun ities.

SUBJECT


NEEDED

TIMELINE

OF

ACTIVITY

PURPOSEACTIVITY


PAGE-12

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•Science, Technology, Social Studies

•Design a five-po int rubric to assess students on demonstrated competence on us ing the Internet to locate a specific piece o f information, their ability to d ifferentiate between p rimary and secondary sources, and the degree to wh ich they can evaluate a p rimary source.

•Access to the Internet

•Samp le primary sources downloaded from the I nternet

•One 40-minute class period

•To int roduce the concept o f primary sources as h istorical records and to locate and evaluate a p rimary source from the internet.

•To demonstrate and understand the d ifference between primar y and secondar y sources

•To seek primary sources o f historic reco rd us ing the internet

•To evaluate and ident ify impo rtant features o f a p rimary source such as the type o f document, who created it , what is communicated, and evident bias o f the document.

•Show students a variety o f p rimary sources that you, the teacher, found on the internet. Pose a problem to s tudents: What or where do they come from? What in fo rmat ion do we get from them?

•The purpose o f this lesson is to explo re primary sources as a record o f histo ry. They are original documents and art ifacts from a part icular time period.

•Review with s tudents the differences between primary and secondary sources.

SUBJECT


NEEDED

TIMELINE

OF

ACTIVITY

PURPOSEACTIVITY


PAGE-13

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•T he Arts, Writ ing , Social Studies, Science and Technology

•Design a five-po int rubric to assess students on the inclus ion and presentation o f requ ired information in their brochure.

•O lder or more technologically savvy s tudents may opt to create a website for their brochure- if so, the rubric w ill need to be altered for this.

•A selection of outdoor adventure magazines

•Travel and camp brochures

•Coloured paper

•Markers

•Coloured penci ls and other art supp lies at the teacher’s d iscret ion

•This act iv ity wil l take two 40-minute class periods to comp lete.

•To recal l detai ls from H oles describ ing Camp G reen Lake

•To list posi tive and appealing qualit ies o f a camp for young peop le

•To organize ideas and informat ion in a persuasive manner

•To write an attent ion-getting t itle or slogan for a brochure

•Have students create a brochu re advert ising Camp Green Lake as a newly refurb ished outdoor adventure camp .

•Create a bullet in board to display the brochures

SUBJECT


NEEDED

TIMELINE

OF

ACTIVITY

PURPOSEACTIVITY


PAGE-14

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•Writ ing , Reading

•Design a five-po int rubric and assess s tudents on meet ing the requir ements o f the assignment: interviewing two people for their story, covering the five W’s and H, and clarity o f language. Assess s tudents on the understand ing on the d ist inction between each o f the five W’s and H, their clear understanding of the novel as shown via part icipat ion as interviewers and interviewees and creativity and skil l in adapting a fict ional piece, to a factual writ ing format.

•Local and/or nat ional newspapers

•Two 40-minute class periods wil l be needed for this lesson.

•U se this lesson to increase awareness o f the five W’s plus H rule of journalist ic repo rting, and to bet ter understand the newspaper as an informat ion medium.

•To recal l facts, characters and events from Holes.

•To paraphrase, summarize, and o rgan ize informat ion in writ ing .

•Students will write a news sto ry of approximately 500 words about Stanley’s arrest, t rial, t ime at Camp Green Lake and release.

•Review with s tudents the elements of a good news sto ry. These include an at tent ion-getting headline, a well-writ ten lead, a sto ry that in fo rms, and detai ls and in fo rmat ion that are credited to sources, such as specific documents or indiv iduals. Review the five W’s and H o f a news sto ry.

SUBJECT


NEEDED

TIMELINE

OF

ACTIVITY

PURPOSEACTIVITY


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•L anguage, Writ ing , Reading

•Design a five-po int s tudent rubric to assess s tudents on meeting the requ irements of th is ass ignment: inclusion of relevant information on Stan ley’s career choice as well as students’ own, clarity and organization of writ ing , use o f class t ime w isely to complete ass ignment.

•Research materials (e.g . Internet, encyclopedias, ect.)

•Local or national new spapers

•In ternet access/ computers (at the teacher’s d iscret ion)

•Two 40-minute class periods wil l be needed to complete this activity

•To have students understand the role that d reams/asp irat ions for future job professions p lay in the characterizat ion of an indiv idual

•To have students learn research ing methods to d iscover informat ion about their own asp irations for future jobs

•To have students understand the type of t raining required for a job in the law enforcement field

•Stan ley wants to be an FBI agent . Find out the training that Stanley would need to accomplish his dream.

•What other types o f law enforcement careers cou ld Stanley investigate?

•Have students research in fo rmat ion on their own personal goals for the future, with respect to future professions

SUBJECT


NEEDED

TIMELINE

OF

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•Art , V iew ing/Representing, Writ ing

•Design a five poin t rubric to assess students on completing the various aspects of learning associated w ith this activity: understanding the bas ic convent ions of a reading compress ion game, using class t ime w isely to complete the activ ity, wo rking well in a group, creat ivity, and organization o f informat ion.

•The book, Holes

•Pencil crayons

•Felt -t ip markers

•Construction paper

•Pieces o f Bristol board/card board

•Hot glue gun

•Other art supplies at the discret ion of the teacher

•Two 40-minute class periods wil l be needed to complete this activity

•To have students take their knowledge from the book , Holes and transfer it onto a piece of art , which w ill be a reading comprehension game that the class may part icipate in

•To understand the basic conventions o f a reading comprehension game

•To work co llaborat ively in a group sett ing to achieve a common goal

•Have students complete a reading comprehension game based on plot, characters and themes in the book, Holes.

•Students will work either in pairs or groups to create a game that the class can play (e.g. board game) that references various aspects of in fo rmat ion about Holes.

SUBJECT


NEEDED

TIMELINE

OF

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PURPOSEACTIVITY


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•Social Studies, Art , Writ ing

•Design a g ive-point rubr ic to assess students on wo rking co llabo ratively as a team, meeting deadlines, and demonstrat ing an understand ing o f key traits o f the desert b iome by p resent ing information in a clear and appeal ing fashion.

•Reference materials about a desert biome

•Coloured paper

•Scissors

•Felt -t ip markers

•Other art supplies at the teacher’s discretion

•This act iv ity wil l take three 40-minu te class periods to comp lete

•H ave the class create an informat ive class bullet in board about the desert b iome.

•U nderstand the scient ific term ‘biome’

•D emonstrate awareness o f the characteristics of a desert

•Work cooperatively on a team pro ject

•Have students d ivide up tasks to create an in fo rmat ive class bu llet in board about the desert biome.

•Students can w ork independent ly o r in small groups, choosing their own top ics for research and presentation . Whi le they read about and s tudy deserts, have students fil l out a chart that covers the majo r characterist ics ob a biome: animals , p lants, temperature, rainfall , and deserts of the world.

SUBJECT


NEEDED

TIMELINE

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1. Lesson Plan Information Subject/Course: Language Arts Name: Natalie van Dyk Grade Level: 6 Date: February 10, 2009 Topic: Narrative as a chain of events Time and Length of Period: 1 hour

2. Expectation(s) and Learning Skills The students will:

• 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

• 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details

• 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts

Today, students will:

• To reconstruct temporal order in a narrative • To identify cause and effect relationships in the development of a narrative • Distinguish and/or choose important information from a text • Begin to understand a narrative as a casual chain of events

3. Pre-assessment A. (i) Students

• Students may not have began to understand a narrative as a casual chain of events, so it is important to reinforce this idea with a storyboard (if they have not)

• Students may not understand what “temporal order” is in a narrative, so this can be reinforced with cause and effect relationships

• Students more than likely have had opportunities to choose important information from texts within various components of the curriculum

(ii) Differentiation of content, process, and /or product (may be accommodations and/or modifications)

• For younger students, go to the Holes movie web site, www.holes.com, to download movie images of major events from the story. Students will cut out the pictures and paste them on a separate sheet of paper in chronological order. Discuss cause and effect.

Direct Instruction Planning Format 2008-2009

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B. Learning Environment

• Students will be seated at their desks for the lesson • The room will remain as it is for the lesson- the work that students will complete will be

able to be done at their desks • Students will be able to leave their desks to retrieve glue/scissors, or other materials as

needed for the lesson C. Resources/Materials

• Synopsis or list of main events in Holes • Student worksheet- Chain Reactions • Scissors • Glue • Student page with pictures- Holes

4. Content (The What) Teaching/Learning Strategies (The

How) A. Introduction (motivational steps/hook/activatio n of students’ prior knowledge) 5 minutes

• After having read the book Holes with the class, have a class discussion about the importance of understanding the sequence of events in a story.

• Have students point out a number of scenes that were memorable for them/that stick out in their mind as being one that was unique

• Explain to students that these scenes are all plot lines in the book, and that in this lesson we are going to understand how these plot lines work separately, and combine together throughout the novel.

B. Content for New Learning 30 minutes

• Discussion centered around the idea of cause and effect

• Understanding the sequence of events in Holes, and how they relate to the cause and effect of each event in the related links in the chain.

B. Teaching/Learning Strategies for New Learning

• Holes is a complicated story, spanning not only generations of Yelnatses but also numerous events and seemingly endless days of digging holes. The tangled plot, including countless flashbacks, presents a great opportunity to develop the ability to decode a written text or various story lines.

• Guide a discussion to encourage students to think critically about cause and effect:

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1.) Ask students to consider the process that a writer goes through in designing a story by asking the following question: would the Holes story have been better if it had been presented in straight chronological order? 2.) Explore the differences between cause and effect in a narrative and cause and effect in historical events. Which is more complex? Why? How can we understand history if no simple cause and effect chain exists?

• Student Worksheet (Chain): 1. Ask students to choose four or five major events from the story. 2. Direct students to select four final choices to use in the chain. 3. Students will write each event in the appropriate space of the chain, giving careful attention to the chronological order of events. 4. Last, students will write the cause and effect of each event in the related links of the chain.

5. Consolidation/Recapitulation Questions (Check f or understanding/scaffolded practice) 5 minutes

• Students will share their cause-and-effect chain worksheet with their neighbour, explaining to them why they wrote what they did.

• Students will compare each others’ worksheets and discuss if they had any similarities or differences among their answers.

• The teacher will circulate around the classroom as students work with their partners, making sure that students understood the cause-and-effect relationships discussed in the book, Holes.

6. Application (Moving from guided, scaffolded prac tice to increasingly

independent practice and understanding / gradual r elease of responsibility) 20 minutes

• Students will complete the second worksheet, which is titled “Cause and Effect: Adaptation.”

• Instructions: 1. Cut out the pictures of the scenes from Holes below. There are pictures from two different storylines. One story follows Stanley Yelnats, and the other story follows his no-good-dirty-rotten-pig-stealing-great- greatgrandfather, Elya Yelnats.

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2. Put the pictures in order of what event came first, then second, third, and so on. This is known as putting them in chronological order. 3. Once you’ve placed the pictures in chronological order, get two blank pieces of paper. Glue one set of pictures, in the correct order, to the first piece of paper. Do the same with the other set of pictures on the second sheet of paper. Leave room at the top and bottom of the pages. 4. At the top of each page, write a title for the set of pictures. 5. Finally, write two to three sentences that describe what is happening in each storyline below each set of pictures. Remember to put your name on each picture.

7. Lesson Conclusion 2-3 minutes

• Students will compare their worksheets with their neighbour before handing them in to the teacher. They will place them on the corner of their desk, and the teacher will have a helper collect the papers.

• Teacher will ask students what they learned from this lesson: the class will have a quick discussion relating to the role of cause and effect in stories in general. Students will then give examples from the lesson (that they learned) of various cause and effect plot lines in Holes.

8. Assessment / Evaluation

• Design a five-point rubric to assess student success in correctly reordering events chronologically, and to assess the ability to identify and understand the cause and effect for each event.

• Informal observation will be used to observe students as they work independently, if they use class-time well, and if they volunteer their positive ideas to the class discussions through the lesson.

9. Teacher Candidate’s Reflections on the Lesson A. (i) Evidence of Student Learning Related to the L esson Expectation(s)

• Not taught yet (N/A) (ii) Next Steps for Student Learning Related to Lesson Expectation(s)

• Not taught yet (N/A)

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B. (i) Evidence of the Effectiveness of the Teacher Candidate

• Not taught yet (N/A) (ii) Next Steps Related to the Effectiveness o f the Teacher Candidate

• Not taught yet (N/A)

Documents

Children’s/ Adolescents’ Integrated Literature Unit: Holes …natalievandyk.weebly.com/.../copy_of_language_integrat… · · 2009-10-21Children’s/ Adolescents’ Integrated